Classroom Strategies (Part IV)

Classroom Strategies (Part IV). s SOUTHWEST ISD SPECIAL EDUCATION Empowering Unique Minds, Shaping Bright Futures.

[Virtual Presenter] Classroom strategies, part 4 This instructional module will cover. Setting Easily Attainable Goals. Praising Behaviorally Appropriate Students. Providing Nonverbal Signals for Appropriate Behavior..

[Virtual Presenter] Setting Easily Attainable Goals. “Research.” backs up the effectiveness of goal setting, both for the students themselves, for school systems overall. When teachers practice good goal setting, the benefits for their students are two-fold. “1.” The students will see effective goal setting modeled. “And 2.”The school itself is likely to become more effective at facilitating learning..

[Virtual Presenter] Aside from helping them believe in themselves and setting them up for success in school, “goal setting,” also benefits students in many ways, including. Improving self-image. Increasing awareness of the student’s strengths. Providing an experience of success. Encouraging prioritization. Building responsibility. Improving decision making..

[Virtual Presenter] “Smart Goals.” The acronym SMART stands for. Specific. Measurable. Attainable. Relevant. And Time-bound..

[Virtual Presenter] In the school setting, goals are developed by teachers for specific student’s instruction and guidance, as well as by students for their own personal growth..

[Virtual Presenter] Specific. – What exactly do you want to accomplish. Teacher Developed Goal: “Juan will learn new CVC words.” Rather than, “Juan is working on CVC words, and C.C.V.C. words.” Student Developed Goal: “I want a higher grade in math.” Rather than, “I want better grades.”.

[Virtual Presenter] Goals need to be Measurable. – Make sure your goal is quantifiable. Examples. A Teacher Developed Goal. “Juan will learn 20 new CVC words.” Rather than, “Juan is working on learning more CVC words.” A Student Developed Goal. “I want a B in math. Rather than, “I want better grades.”.

[Virtual Presenter] Attainable. – Keep your goals achievable. Teacher Developed Goal. “Juan will learn 5 new CVC words each grading period (or 9 weeks).” Rather than, “Juan is learning “100” new CVC words this year.” Student Developed Goal. “I want a B in math.” Rather than, “I want strait A’s in all of my classes.”.

[Virtual Presenter] Relevant. – Goals need to be realistic to achieve and relevant to the student. If the student doesn’t care about their grades, they won’t care about their goal..

[Virtual Presenter] Time-bound. – Teachers and students should put a realistic time frame on their goals. Teacher Developed Goal. “In 36 instructional weeks, Juan will learn 20 new CVC words. Consider adding semester objectives.” - Juan will learn 5 new CVC words each grading period, or 9 weeks. Student Developed Goal. I want to have a B in math by the end of this school year..

[Virtual Presenter] Praising Behaviorally Appropriate Students. Teachers who use praise regularly tend to have better relationships with their students. They lose less instructional time and see fewer behavior issues. A study looking at practices that reduce problem behaviors in elementary classrooms, identified teacher praise as one of the top five most effective practices..

[Virtual Presenter] “Behavior-specific praise” lets students know what they are doing correctly. To give behavior-specific praise, you clearly tell students what they’ve done correctly. For example, if you have a student for whom organization is an issue, you could say, “Nice work getting your homework out of your “folder” and placing it in the bin the first thing this morning.”.

[Virtual Presenter] Providing Nonverbal Signals. Why should a “teacher” use nonverbal signals? It creates a working relationship with the student without calling attention to the student in a negative manner. Is discrete and quick. It saves instructional time..

[Virtual Presenter] Why should a teacher use nonverbal signals? It makes students more comfortable and likely to participate and be involved. It is easy to do and effective. It improves and builds student confidence and self-esteem..

[Virtual Presenter] When should teachers do it? When a student is losing attention and focus during times of instruction or independent work. As a form of redirection from “misbehavior”, “talking out of turn”, or off task behaviors..

[Virtual Presenter] “Also.” When a student is not following, classroom or school procedures. When a student does something good, correctly, or successfully..

[Virtual Presenter] How do I do it? Meet with students individually to identify how you and they should communicate in a special way. Use cues like smiles, or shaking your head “yes” to praise students for correct behaviors. For example: for participation, volunteering, or just to reassure and encourage them..

[Virtual Presenter] Use simple cues like shaking your head “no.” Raising an eyebrow, giving a “one minute” finger signal. Or discretely pulling on your earlobe to “redirect” a student..

[Virtual Presenter] Contributors. Beya Moray, Educational Diagnostician Steffanie Sparrow, Licensed Specialist in School Psychology Mario Bernal, Licensed Specialist in School Psychology Valerie Torres, Licensed Specialist in School Psychology And Ruth Viagas Graduate Student.

[Virtual Presenter] End of. Classroom Strategies (Part 4).